Email Etiquette

I have had an email address since Grade 6.  To this day, I'm still not sure about the exact format that an email should be in, how it should be worded, how formal or laid back it should be based on the recipient, etc.  I feel as though I should have this all figured out by now, but at the same time, I've come to realize that no one ever taught me how to write an email.  It's funny to think that, in elementary school, we spend so much time learning our printing and our spelling, and eventually letter-writing.  And we practice many different forms!  But when it comes to email, once we know how to type, we seem to be let loose to discover the wild world of Internet mail on our own.

Email has a lot of conveniences, and I'm sure that's why it's become so popular today.  It is instant, free to send (provided you have an Internet connection), and easy to respond to.  One of the best things about email for me is that I can read a message, think about it, and then choose to respond when I have time, or have been able to think of an appropriate reply.  In fact, I get my emails on my phone, so that if something is really "pressing" I can respond to it right away.  Yet, it used to be that we could go hours, even days without receiving mail or a phone call.  It's difficult to imagine a world without the types of communication we have come to rely on.

As casual as it is sometimes, I can appreciate the widespread reaches of email, and the trouble it saves us.  And even though I feel under a little bit of pressure every time I send an email, trying to make sure that everything sounds right, from the greeting to my signature, I don't think I can imagine my life without it.

Canada's Digital Divide

http://www.theglobeandmail.com/report-on-business/canadas-digital-divide/article1521631/

This article, written for the Globe and Mail, gives light to a very interesting, and in some way frightening, topic.  Technology is constantly changing and adapting, with one product becoming obsolete within months of its release, because someone has made it better, faster, and smaller.  It seems like now that people have had a taste of technology, they are constantly searching for ways to improve it.  They are hungry for the newest, coolest, sleekest gadget around, despite knowing that it will only be a matter of time before the next version comes out.  Something that often gets lost in this frantic technology fervour is the fact that not everyone is as fortunate as we are.

The fact of the matter is, many Canadians are still struggling with technology.  Those who do not have enough money can't possibly afford every technology luxury that's released.  Rural areas, like this article mentions, are in a constant state of flux when it comes to getting cell phone reception or Internet service.  And, nowadays, when it is expected that everyone have access to these things, it can be difficult to conduct business, or even just lead a "normal" lifestyle without.

I think about my day to day life, and I cannot think of the last day I've lived without any form of technology as we now know it.  The last camping trip I took involved a GPS shouting directions at me over music playing through my iPod.  My cell phone was with me, just in case something happened, and so I could text my family when I made it to my destination, safe and sound.  The last flight I took, I used my cell phone to display a barcode to check in for my flight.  The days that my cell phone dies because I've forgotten to charge it are devastating, and are quickly remedied by a trip home to get a silly black cable.  I can't believe our dependence on technology.  While I can certainly see how it has impacted our lives for the better, I can't help but find myself feeling that we don't have to work for much anymore.  Everything is right at our fingertips, which is potentially very powerful, but also very dangerous.

Not to sound like a socialist, but I do believe that all individuals in Canada should be considered equal, and that includes having equal access to all of the amenities that the average person enjoys.  Making services like Internet, or even just telephone, reception available all across Canada would lessen the digital divide in our country, and give individuals the opportunity at least, to take part in this digital age.

Social Networking in Education

Social Networking, I think, is kind of a scary topic for many educators.  As soon as we see these two words, we immediately think of Facebook, MySpace, Twitter, etc.  When it comes to protecting our students' privacy, and ensuring they are not encountering bad people on the Internet, these certainly don't seem too conducive.  However, I think there are a lot of ways of incorporating social networking into the classroom that can be both safe, and learning-centred.

The biggest thing that we, as educators, need to think of before introducing social networking into the classroom is safety.  Similar to any other time we are allowing our students to use the Internet, we need to ensure that they are safe in what they're doing.  I'd absolutely suggest teachers try out any of the tools they plan on using in the classroom, and I don't just mean testing the usability, but rather thoroughly exploring the site to ensure that, no matter where the students are clicking, they are not being bombarded by advertisements, inappropriate text or images, or a page asking them to input their personal information.

As well, we should never be limited to the most well-known sites as educators.  There are plenty of social networking sites that allow students to communicate with other students in their district, in a neighboring district, or around the world.  Sites created specifically by educators, schools, or administration provide a wealth of knowledge on particular subjects, varying across the curriculum.  This is one of my favorites:

http://www.care2.com/.

Simply called "Care2", this site combines a lot of different topics into one networking site, and I think it could be very beneficial in the classroom, especially in higher grades. It is up-to-date, seems to be monitored quite well (In the hour I spent on it, I couldn't find any inappropriate posts), and really offers a wide variety of information, from people all over the world.  This site is open to the public, and members can join the Care2 community free-of-charge, allowing them to participate in discussions, post their own articles, and add their petitions or causes to the "petitionsite" found within the page.  The topics found on the site could easily be incorporated into Social Studies, Science, Health/CALM classes, Religion, Art, or Foods/Fashions electives.  I've chosen to elaborate on three of those:

1.  Social Studies - This site is full of activism and political justice.  Incorporating it into a Social Studies class could be as easy as having students choose one of the current events articles and summarizing it for the class.  There is a whole list of various petitions that are currently ongoing, giving students the chance to learn about the petitioning process, and how various individuals take a stand on issues they are facing.  The sections on human rights, women's rights, and civil rights could inspire topics for debate in the classroom, of offer a supplement to learning about them in the classroom by offering a real-life view of what is going on.  There is also a section on politics, which could be worked into learning about the political spectrum, the election process, maybe even putting together a mock classroom election. 

2.  Science - There are a few sections on Care2 that can work in conjunction with the science curricula in junior high and high school, and these involve topics like global warming, the environment and wildlife, gardening and nature, and green initiatives.  There are articles that show current events going on in environmental issues and global warming, and suggestions for things like making everyday activities green, and destroying nature as little as possible. Students could choose one of these topics and present to the class, relating it to what they've been covering.  This could lead into comparisons with other countries, especially factoring in something like carbon emissions, and remnants of the Kyoto Protocol.  Students can take an in-depth look at endangered species and their protection, earthquakes and volcanoes, water quality, and many other articles that pertain to a wide number of science topics. 

3.  Health - Topics range from diet and nutrition, healthy food recipes, naturopathy or natural health remedies, sleep, yoga, mind health, and there is even a separate section women's health.  Again, going through the various topics, the posts and articles allow students to explore diverse ideas and inform themselves on many different aspects of health.  Health, I find, is often one of those classes that gets worked into the classroom when its possible.  Topics like this make it easy to incorporate health in classes like foods, psychology, science, CALM, etc. Students could summarize, create presentations, write their own article, or even try out one of the remedies or recipes listed.  Some of the organic dessert recipes sound absolutely delicious!  Students could get together and make one to share with the class, for example. 

More than anything, I think this type of information can act as a great supplement to classroom learning, and can also teach students to be critical of the information they read online, looking for authenticity and support.  It opens up research opportunities for essays, presentations, articles, video responses, blog posts, etc. 

So don't be afraid to try social networking in the classroom.  Much like any other form of technology, get informed, and get going!  The students will love it, and I bet you will, too. 

Internet Resources, and a bit on Authenticity

Like any good University student, when I need to research a specific topic, I go one of two ways:
1. Do I need papers to support information?  I'll do a search on our library database.
2. Do I need general information?  I'll go to Google.
The Internet is a source of boundless resources that we have access to in seconds.  Whether we are looking for generic information, graphics, data, figures, or a program that puts them all together, it is there for us.

One of the biggest problems I have with using the Internet to find information is actually the fact that it is boundless.  Not only do searches get millions of hits from pages that the site thinks are related, but these can be pages from anyone with a computer, anywhere around the world.  How do I know which site contains the specific information I'm looking for, at a level that I can understand, and with enough depth that I can use it in University?  The best tool I've found is simply limiting my searches.  Google has a fabulous option called "Advanced Search" which allows you to pick out specific phrases that you want in you search, verbatim or anywhere within, as well as phrases that you'd like to leave out.  You can also choose the reading level of the site, the language it is presented in, recency of updates, file types, and sites within a particular domain, or similar to a site you already know of.  Narrowing it down makes a lot of difference, as does the ability to tell if a site is trustworthy.  Here is where authenticity comes in.

Authenticity poses the question, "Is the information I'm reading correct?"  So, of those millions of resources that our advanced search has narrowed down to 400, how do we start to figure out which sites are going to be beneficial to us - which sites contain correct information that we can actually use?  There are a lot of little factors that play into authenticity of Internet sources.  First, look at where the site is coming from, or who the author is.  Is this individual a scholar in his or her field, or did they just condense the _____________-for-Dummies of what it is you're looking for?  Next, look at the information itself.  Are there facts that stand out that you know are true and/or false?  If you are looking for political or controversial information, are both sides represented, or is there a definite bias?  Is the site up to date?  Can you easily access the information you need within the site itself?  All of these factors help us to know whether or not we are using an authentic site.

I actually did my online presentation on authenticity.  So, in paradigm, I was searching for authentic resources that would tell me about authenticity on the Internet.  It's difficult to trust a site that is telling you how to trust sites, especially when discrepancies fall between them.  After a lot of looking, and bit of narrowing down, I found a few sites that supported one another, and all seemed fairly trustworthy.  The information is posted in my presentation below, so be sure to check it out if you are more interested in specifics!


Here is a slidecast I created for an online presentation project on Issues in Education and the Internet.  This presentation deals with Authenticity of Internet sources, and how to ensure that students know how to tell if documents online are true or not.

Enjoy!

http://www.google.com/url?sa=D&q=http://www.slideshare.net/EvaGorny/authenticity-6941827 

Authenticity

View more webinars from EvaGorny.

Internet Safety and Education

I think Internet Safety is one of the biggest issues that we, as educators, have to face.  In this day and age, our students are constantly accessing the Internet, whether at home or at school.  Looking at my own life, the amount of time I spend on the Internet is ridiculous, whether I'm doing research for a class project, checking my email, participating in an online class, or just wasting time on Facebook.  My work schedule, banking information, calendar, social life, and solid chunk of my communicating with the rest of the world is done online.  As such, it's not far off to suggest that students, too, are spending more and more time on the Internet, as there is simply more for them to do.  There are countless game sites, both educational and, well, non-educational, homework help blogs, Wikipedia, chatrooms, messaging sites… etc.

The issue arises in the fact that anyone can post material to the Internet.  Not only that, but the advertisements that we are constantly bombarded with are not often in our control.  Companies pay millions of dollars for Google, Facebook, and similar sites to post their ads on the sides of various pages.  If those ads have inappropriate content, it can still be posted onto my Facebook page.  Further, even if I click the "X" or mark it as inappropriate, the very next day, a new ad will pop up, this time with different material, that may or may not be appropriate.  It's difficult to draw the line on where exactly "appropriate" is, but it is well within reason that children not be exposed to ads for alcohol, cigarettes, or X-rated products, or any products that are being sold with sex.

This, of course, is only one side of Internet safety.  So, we teach our students what sites are appropriate and kid-safe, maybe even advertisement-free.  It is also crucial for them to be able to protect themselves from online predators that may be looking for them in chat rooms, on gaming sites, or even on Facebook.  It's frightening to think that, even with the most minimal amount of information, certain individuals have the ability to find us.  Students need to learn what information they need to keep private, and why it's important for them to do so.

I think a problem arises here in that students are first and foremost taught to always be truthful, and to trust adults.  When it comes to Internet safety, we are telling them that, sometimes it's okay to lie about your identity, like making up a screen name or a user profile, and not putting an actual address/phone number, etc.  We are also telling them that, they really shouldn't be trusting anyone they meet online, whether they are an adult, or even if they say they are another student.  Of course, the methods of a teacher are always in the best interest of a student, and it is important for them to know of the risks involved.  But, there is certainly a fine line, and perhaps that falls between appropriate in the classroom, even in society, and appropriate online.

When it comes to use in the classroom, the Internet is a fabulous resource, and should absolutely be used to its full potential.  I believe it falls to the teacher to try out any and all sites that he or she will be using in the classroom, to check:
Are there appropriate ads, or none at all?
Is there a privacy setting?
Is any content open to the public?
Are user-names visible?
Do students need an email/profile on the site to access it?
Is the site worth using? Does it offer educational merit and authenticity?

Aside from questions like these, I believe it is also of utmost importance that we inform our students of proper "etiquette"on the Internet, as we can't safeguard them forever.

Cloud Computing

The definition of cloud computing is as follows:
"A loosely defined term for any system providing access via the Internet to processing power, storage, software or other computingservices, often via a web browser. Typically these services will berented from an external company that hosts and manages them."  (This is according to www.Dictionary.com, 2011.)  
It took me a lot of reading to truly understand how this works.  Much like my first introduction to Web 2.0, it seems that cloud computing is already all around me and used in my daily life, and I didn't even know it. Basically, I think I would adapt this definition to explain that cloud computing refers to storage of information, applications, and services on the Internet in a centralized (external) computer, somewhere, that the individual using the service may not even know about.  


I think it is inevitable for cloud computing to be used in education, and I'm sure that this is, in fact, already the case.  When students are online using a search engine, they do not question where the pages suggested come from; they are merely the end of a chain that we likely cannot even begin to imagine.  When students are checking their emails, are using various applications (such as those available for Gmail users, like Blogger), or are using a search engine, the data is coming from somewhere, and is likely being stored there, too.  All of this, provided simply by an Internet Service Provider (ISP), basically with any Internet connection.  


It seems to me that cloud computing is an efficient way of working with large numbers of files, folders, and applications.  Personally, I have no interest where the webpages that I'm looking at are stored when not being searched out, so it is certainly easier for me that I do not have to worry about this.  I think it takes a lot of the technicality out of Internet use.  In a binder, for instance, if you are looking for a specific piece of paper, you would need to know how the binder is organized, what the different dividers mean, what paper it is you are looking for, what it looks like, what color it is, perhaps even what's on it... which, depending on the size of the binder, could take a while.  ESPECIALLY if this is not your binder to begin with.  I see this as being the Internet.  There are millions of resources available online, and if we as computer users were to try to sift through them ourselves, it would take ages.  Often, it may be difficult enough to choose a page as a result of a search, even though they are ordered in "relevance" to your search topic.  These are also easy to open, scan through, and close if not exactly what you are looking for.  For students, this makes Internet research much easier that journal or textbook research - the Internet seeks out the resource for the student, and it is then only the students' job to use the correct parts.  


The concern does come up that students may become "lazy" or will lose the value of searching in a textbook for the answer to a question when Google is at their fingertips.  However, as teachers, one of our goals is to ensure our students are prepared for the world they are entering.  The fact is that emphasis is no longer placed on how well a student can search out a specific paragraph.  The Internet is a widespread and incredible resource, and it would be a waste for us as educators to not instruct our students in its uses.  Cloud computing makes it easy for students to access what they need, which adds to their safety and privacy, along with time management and efficiency.  Over all, I think this is a crucial aspect of the Internet, especially when it comes to the classroom.  

Listserv Use

Similar to any of the Internet technologies we've already covered, I think there are multiple ways for listervs to be used in education, as long as they are used correctly.  One of the most obvious benefits I can think of is having a classroom mailing list.  Whether this is with the students themselves (perhaps in older grades) or to the parents (for younger students), this provides an easy and instantaneous way to communicate with members of your classroom.  This being said, I think there is a fine line between use, and overuse.  No one wants to be spammed with emails, so I would enforce limiting this to necessary communication, or utilizing it as a weekly/monthly newsletter and reminder notice.  A listserv may also be used to send home event-type messages, such as informing families of parent-teacher-student interviews, or an open-house taking place at the school.

This is, of course, under the stipulation that all students have access to the Internet at home, which is an entirely different issue.  Even as technology continues to advance, there are still individuals who are not capable of affording a computer, or have limited computer/Internet access.  Rare, sure, but depending on the school, and where in a city it is situated, as educators, we must be aware of all of our students, so as not to alienate or make any students feel inadequate, embarrassed, etc.

Discussion-based listservs also serve a purpose in the classroom (and, are more inclusive, as students may use classtime, or have afterschool computer privileges.)  I could see listservs being used in a very similar manner to newsgroups.  Many of the examples our class came up with for use of newsgroups translates to listservs, and simply stands to the question of which is more beneficial for students.
I could see listservs being of great use for classes where students are challenged to come up with
-an interesting resource about a country before studying it in Social Studies,
-a science innovation that has occurred in the last 20 years, and how it applies to a Chemistry/Physics/Biology topic,
-a math equation to form a class study-guide for next week's Calculus midterm,
-a comprehensive overview of a novel study, suggesting similar books to other students if they like ___________ or if they are interested in the __________ genre.
This list is certainly not exclusive, and could go on for pages.  As well, all of these examples that I've chosen to highlight could easily apply to newsgroups and forums.

I think the biggest advantage of a listserv is that it comes to our inboxes in the form of an email.  With SmartPhones and wireless Internet access everywhere, email is a constant.  I can honestly say I check my email well over 10 or 15 times per day.  While a newsgroup involves students going to an external site to read what has been posted, an email is instantaneous, and can easily be opened, read, and replied to.

I belong to a few listservs, and I find them most beneficial when I am receiving useful information, but my inbox is not constantly being filled with updates.  This being said, most of my experience comes from University classes.  In searching for listservs online, I found that it was difficult to track down exactly what I was looking for, as not many gave direction of what was being sent out, if the listserv was monitored or unmonitored, and how often new emails are sent.  I feel as though being on the moderating end, that is, creating our own mailing lists for our students and/or parents, would be much easier.  And, hopefully by having the knowledge of what works and what doesn't on the receiving end, we are able to make the best possible use of listservs in our classrooms.

Newsgroups in the Classroom

Much like any other technology, using online discussion boards requires a learned set of skills, a lot of patience, and just a bit of luck when it comes to finding the right group, or creating your own.  I had no idea what the Usenet was a few hours ago, and even when I began looking into it more in-depthly, it took me a while to figure out this is not a physical group, but rather a concept that encompasses groups, discussion boards, and email forums on the Internet.  Because this is new to me, it was a bit trying for me to grasp the concept, and I had to really jump full-on into my investigations of Google Groups and Yahoo! Groups before I finally understood.  I think that, as students in this generation, we are often a step ahead of ourselves - we have to be, to try and keep up with the constant creation of newer and better technologies and systems of learning.  Of course I know what a discussion board is, how to put my two cents' worth into a forum, and where to find a Google Group.  But what I was missing was the all-encompassing aspect of this technology, and just how widespread it is, on the Internet.

I believe that groups could certainly serve a purpose in the classroom.  Much like we use BlackBoard, WebCT, and Moodle, creating a group for a class certainly allows the teacher to share resources and information with his or her students.  Whether this is links to various webpages, notes on a class topic, or reminders of quizzes, assignments, and projects, this is an invaluable resource.  Students are able to create an online connection with their teacher, and I believe that, by using a form of technology to communicate, students are much more likely to "get it", or to check their classroom discussion board.  I'm sure we can all admit to sitting down to a computer several times per day, to check e-mails, go on Facebook, search Google, or look up YouTube videos.  If students have an online resource that provides necessary information for a class, how easy is it for them to click a link on their bookmark bar, and quickly remind themselves of that test they need to study for, or that assignment that needs to be finished?  This all occurs in the snap of a finger…or really, the click of a mouse.

Moreover from this, students are also able to utilize groups when it comes to activities and assignments themselves.  Students could take part in an online debate for their social studies class, with a partner, via a discussion board.  A group could be created for students to post  and solve math problems, word puzzles, or riddles.  Students could post useful links for their fellow classmates to use in a research project.  These posts also give students the ability to link to online presentation sites, blogs, videos, and wikis.  Finally, students would be given the window of opportunity to collaborate with other students anywhere in the world (with an Internet connection).  Students could learn about the culture, beliefs, values, economic and social systems, and climate/environment of another nation from another student just like themselves, while exchanging information about their own nation.

The possibilities are truly endless for the use of such a technology in the classroom. While there are only a few drawbacks, I do believe they are important to touch on.  One of the biggest issues with using groups online is the fact that they are open to anyone.  Students would have to be discrete in posting any private information.  Teachers would be on the lookout for individuals joining the groups who are not students of theirs.  While some newsgroup sites do offer a "Request to Join" link, which requires individuals to be approved by the group creator, many are open to the public, certainly for viewing, if not for contributing as well.  In this case, censorship also comes into play.  In an open group, who is to stop someone from posting inappropriate links into a discussion board for students to find by mistake?  What blocks viruses and spammers from infiltrating the group?  I believe the issues of Internet security should always be at the forefront of any online student activity, as the risks are real, and it is difficult to ensure a sites' safety.  Is this any reason not to use newsgroups to their full potential?  Absolutely not!  But, students and teachers alike should be sure to proceed with caution, and use common sense when it comes to working online.


http://www.groups.yahoo.com

http://www.groups.google.com

Digital Storytelling - An Adventure in StoryJumper

In going through the readings assigned for the module, I came out a little blurry as to what digital story telling was, and what it wasn't. I decided, "Why not just try it for myself, to make more sense of it?"  A 3-4 page trial run of StoryJumper turned into nearly two hours of playing with the program, and putting together my own digital story on digital story use in the classroom, linked below.

I was not sold on digital storytelling to begin with.  It's easy to see where this technology fits into the elementary school classroom, with storytelling being such an essential part of language learning.  Often, lessons can be based around a story, so that students begin to think about the concept they are learning, whether it's sharing or how to properly use a verb.  It also provides a very relevant base point to relate lessons back to.  And, of course, with technology being more and more prominent in the classroom, it would be easy to throw a digital story up on the SmartBoard.  Every student could see and read along, the animations are there to make it seem like a real book, and the teacher can modify the content to suit his or her lesson plans perfectly.  This does require a little bit of extra creativity on the teachers part, but we all know that teachers are just teeming with that anyway!

However, it seems that, at least at first glance, this type of technology doesn't have much of a place in a junior high or senior high classroom.  In reading the various information we were given, it seemed to me that digital storytelling was all very juvenile, with lots of bright pictures and big words that would be easy for elementary students to use, but which older students may take as a joke.  Once I got onto the StoryJumper program, though, it became quite obvious that there are multiple uses for this in any type of classroom.  What most intrigued me was the fact that this has the potential to function a lot like a PowerPoint presentation, only with a few little differences.  It would be easy for students to put together an introduction about themselves to share with their classmates.  They could summarize what they've learned in a topic or unit, even come up with a study guide in online book form.  It would also provide a creative way for students to showcase work on a research project or presentation.  And of course, through English Language Arts, students could write a children's book.

I'm constantly baffled by the number of ways we are able to use Web 2.0 technologies in the classroom.  Often, I feel like I need to become a bit more open-minded to truly see the entire scope of benefits that programs like StoryJumper offer to all classrooms.

Check it out!
http://www.storyjumper.com/book/index/1320694/evagorny

Web 2.0 Students

I feel myself to be ignorant when it comes to Web 2.0.  While I would call myself fairly tech-savvy, I guess I never stopped to think about a change in the Internet as I've known it for 15 years.  Of course, I'm familiar with sites like Wikipedia, YouTube, and the like, but I saw the uploading and adding of information to the World Wide Web in a fairly seamless transition. "Web 1.0" smoothly flowed into Web 2.0 - so smoothly that I didn't even notice!  Looking back over this article, of course I'm a proponent and avid user of Web 2.0.  Like many students, I have a Facebook account, watch podcasts, find information on Wikipedia, and am constantly involved in communication.  Like this article speaks to, I too am able to simultaneously listen to music, answer emails, send text messages, and research papers or write up assignments.  Is that a good thing?  No, not necessarily.  But in this day and age, it seems like the status quo.

I'm surprised by the widespread nature of these participation-necessitated technologies.  Reading about how some Universities are choosing to incorporate them is a little terrifying, to be honest.  Sure, I've blogged for some of my classes, and I always appreciate a comprehensive class website, but to go so far as using iPods for everything from recording a lecture to uploading photos and information to a class group seems like a stretch.  (And I thought iClickers were weird!)  While it does worry me that, in the last 15 years, there has been a huge technology explosion, it does allow students to be engaged in the classroom.  When learning is fun for students, they are so much more likely to retain knowledge, and understand it.  I think that, when students can learn in a way that they are comfortable with, it's much more successful.  These days, students are constantly surrounded by technology.  Billions of text messages and emails are sent every single day.  The Internet is constantly accessible, between laptops, desktops, and smart phones.  Why not utilize the tools that students are already so proficient in, to teach them school subjects?  This class itself shows just one of the ways that technology and the Internet, with appropriate use, can benefit student learning, and truly expand the reaches of education.


Is Education 1.0 Ready for Web 2.0 Students:
http://innovateonline.info/pdf/vol3_issue4/Is_Education_1.0_Ready_for_Web_2.0_Students_.pdf